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Childhood Disability in Rural Zambia CHILDHOOD DISABILITY IN RURAL ZAMBIA: A QUALITATIVE STUDY ON THE USE OF HEALTH CARE SERVICES Hege Johanne Asting Magnussen Supervisor Professor Benedicte Ingstad Department of Community Medicine Institute of Health and Society The Faculty of Medicine University of Oslo May 2011 Thesis submitted as part of the Master of Philosophy Degree in International Community Health Abstract Hege Johanne Magnussen (Student), Benedicte Ingstad (Supervisor) There are approximately 650 million people living with disabilities worldwide, an estimated 200 million of this number are children. A majority of disabled children live in poverty and lack access to basic health services and rehabilitation opportunities from being excluded from the allocation of resources. As such, they are highly susceptible to the risk of missing out on essential developmental opportunities. In Zambia, poverty levels are high and a national policy about disability is yet to be implemented, thus the care for disabled children falls on the families alone. This study explores how the health needs of disabled children are understood and managed through explanatory models within a framework of structural violence. In this qualitative study, observations and interviews with 16 parents of disabled children and 13 health workers in the Kazungula District, Zambia were carried out. Facilitating factors and barriers to health care were explored, formal and informal health services identified and reasons for the choice of services examined. Systematic Text Condensation was used to analyze the material. The primary caregivers of disabled children use the rural health centers, but rarely for an assessment of their disability. Family members attend rural health centers without bringing the disabled child, thus further management of the child is based solely on information from the relatives. The main barriers to health care are long distances, lack of available transport and shortage of staff, equipment and skills at the rural health centers to manage childhood disability. Referral to higher-level health facilities is done extensively, but is difficult for families to make use of. Parents become tiered of trying to respond to episodes of illness and they consequently give up. Primary health care in Zambia is not able to provide adequate care for disabled children, and their health needs are therefore assessed and managed within a family unit strongly influenced by poverty. Throughout this study, it will be argued that a combination of individual health beliefs and social and structural factors influence health behavior and must all be taken into consideration. Acknowledgements I would like to express my gratitude to Benedicte Ingstad, my supervisor. Your expertise and interests in the field of disability have contributed significantly to the process of developing this master’s thesis, and I am profoundly appreciative of your support. I am grateful to Mrs. Diana Mannan, my research assistant and friend. You have made great contributions to this project, and I am really thankful for the time we spent together in the making of this project, and for the many exciting experiences we shared in the field. It is a pleasure also to thank the people at the Kazungula District Medical Office and Cheshire Home, Livingstone for including me again in your work environment, and for supporting the project. I would like to thank Mrs. Anita Siluwaile, in particular, your facilitation of the project in Kazungula was important. Thanks also go to Miss Loveness Monde at the Southern Province Medical Office. I would like to thank Opportunity Zambia, the Norwegian Association of Disabled (NAD) and The Norwegian Association for Persons with Developmental Disabilities (NFU) for funding this project. Special thanks go to Mr. Alick Nyirenda, you have given your support in a number of ways and for that I am grateful. I am grateful to my good friend Sr. Perpetua Mutonga. You introduced me to The Little Sisters of St. Francis, and made sure St. Pio Convent became my Zambian home away from home. You included me in your community regardless of our different worldviews with the aim to mutually exchange opinions and experiences. I will always be thankful for the energetic and interesting discussions we have had and for the tools you have equipped me with to better understand the role of religion in Zambia. A deep appreciation goes to my parents, Kari Johanne and Kjell, for your support, and for always believing in me. I am also grateful to Fredrik, my one and only brother for your friendship and continuous encouragement. Thank you to all my friends and classmates for sharing ideas, excitements and frustrations, To Priya, Mona, Janne and Marie: you have been outstanding throughout this process. Finally, and most importantly, I owe my deepest gratitude to the parents, grandparents and health workers participating in this study. You confided in me and used your time to share thoughts and experiences. This thesis would not have been possible without your participation. Oslo May 2011, Hege Johanne Magnussen Table of content Table of content ......................................................................................................................2 1.0. INTRODUCTION ...........................................................................................................6 1.1. Background ..................................................................................................................7 1.1.1. Zambia ..................................................................................................................7 1.1.2. Disability in Zambia ..............................................................................................8 1.1.3. Kazungula District .................................................................................................9 1.2. Rationale for the study ............................................................................................... 10 1.3. Structure of the thesis ................................................................................................. 11 2.0. THEORETICAL FRAMEWORK .................................................................................. 12 2.1. Disability ................................................................................................................... 12 2.2. Poverty ....................................................................................................................... 12 2.3. Structural violence ..................................................................................................... 13 2.4. The reciprocity of disability and poverty .................................................................... 14 2.5. Health care system ..................................................................................................... 15 2.6. The health care system in Zambia............................................................................... 16 2.7. Explanatory models .................................................................................................... 20 3.0 METHODOLOGY ......................................................................................................... 24 3.1 Study design................................................................................................................ 24 3.2 The study sites, access and sampling ........................................................................... 25 3.2.1 The study site........................................................................................................ 25 3.2.2 Access .................................................................................................................. 26 3.2.3 Research participants ............................................................................................ 28 3.2.4 Sampling .............................................................................................................. 28 3.3. Data collection ........................................................................................................... 29 3.3.1. Interviews ............................................................................................................ 29 3.3.2. Interview guide .................................................................................................... 31 2 3.3.3. The use of an interpreter ...................................................................................... 31 3.3.4. Interview settings ................................................................................................. 32 3.3.5. Information letter and informed consent form ...................................................... 33 3.3.6. The use of a tape recorder .................................................................................... 34 3.3.7. Transcription of interviews .................................................................................. 34 3.3.8. Observation ......................................................................................................... 35 3.3.9. Information meetings ........................................................................................... 35 3.4. Reflexivity ................................................................................................................. 36 3.5. Trustworthiness .......................................................................................................... 37 3.5.1. Credibility ..........................................................................................................
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